Cart
Article
An Action Research Project: Student Perspectives on Small-Group Learning in Chemistry
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
An action research methodology was used to learn what small-group learning activities meant to students in a physical chemistry course, to discover how the activities could be improved, and to learn how the students' perception of small-group learning changed. Through an analysis of field notes and a student questionnaire, two findings emerged that describe the students' perception of small-group learning activities. First, small-group learning activities provided a mechanism for students to develop a feeling of community in the classroom: through interacting with each other the students sensed that they could rely on and trust each other. Second, relationships were viewed as a positive force in learning, which promoted achievement through commitment and mutual goals. Students facilitated each other's learning by teaching each other, sharing approaches to problem-solving, and asking questions. Students most frequently recommended that student interactions be maximized during small-group learning activities. Among students whose perception of small-group learning changed from negative to positive, the key factor was the promotion of commitment and mutual goals among group members.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Learning TheoriesCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 10 ACS Journal articles (5 most recent appear below).
Promoting Student Learning through Group Problem Solving in General Chemistry Recitations
Madhu Mahalingam , Fred Schaefer and Elisabeth MorlinoJournal of Chemical Education2008 85 (11), 1577Promoting Student Learning through Group Problem Solving in General Chemistry Recitations
Madhu Mahalingam , Fred Schaefer and Elisabeth MorlinoJournal of Chemical Education2008 85 (11), 1577We describe the implementation and effects of group problem solving in recitation sections associated with the general chemistry course at a small private science university. Recitation sections of approximately 45 students are used to supplement large (...
Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-led team-learning (PLTL) groups have been implemented in both semesters of the general chemistry series at Washington University. We have adapted the PLTL model to fit into a traditional university structure (classes are large; there are multiple ...
Using Denatured Egg White as a Macroscopic Model for Teaching Protein Structure and Introducing Protein Synthesis for High School Students
Bayardo B. Torres , Paulo R. M. CorreiaJournal of Chemical Education2007 84 (12), 1941Using Denatured Egg White as a Macroscopic Model for Teaching Protein Structure and Introducing Protein Synthesis for High School Students
Bayardo B. Torres , Paulo R. M. CorreiaJournal of Chemical Education2007 84 (12), 1941The success of teaching molecular and atomic phenomena depends on the didactical strategy and the media selection adopted, in consideration of the level of abstraction of the subject to be taught and the students' capability to deal with abstract ...
Collaborative and Project-Based Learning in Analytical Chemistry
Thomas J. Wenzel2007 970 (), 54-68Collaborative and Project-Based Learning in Analytical Chemistry
Thomas J. Wenzel2007 970 (), 54-68Collaborative and project-based learning are used to enhance the learning outcomes of undergraduate analytical chemistry courses. The learning outcomes that can be realized through the use of these methods are described. The advantages of these methods in ...
Cooperative Learning
Richard M. Felder and Rebecca Brent2007 970 (), 34-53Cooperative Learning
Richard M. Felder and Rebecca Brent2007 970 (), 34-53The term cooperative learning (CL) refers to students working in teams on an assignment or project under conditions in which certain criteria are satisfied, including that the team members be held individually accountable for the complete content of the ...
Tools
-
Add to Favorites
-
Download Citation
-
Email a Colleague -
Permalink
Order Reprints
Rights & Permissions
Citation Alerts
History
- Received: August 03, 2009
ACS
Network
Facebook
Tweet This
CiteULike
Newsvine
Digg This
Delicious
